Implicit memory and visual literacy in the Museum context

Art historians and museum practitioners complained about the lack of "reading skills" in observing art works by museum visitors. Reading and analysing visual grammar aspects of an artistic object are skills that require learning: not innate or spontaneous. Museum goers could benefit from method developing and enhancing their visualization skills. The purpose of this article is to present and assess whether a model based on "visual-perceptual priming", a form of implicit memory, could improve the methodology of reading visual aspects of artworks. We also introduce some preliminary results obtained from a promising new approach consisting the analysis of electroencephalographic signals from individuals, collected through an EEG device during the experiment on the visual-perceptual priming.